|Ms. Mary Hannig|
|Mrs. June Greer|
|Mrs. Gina Hartin|
|Assistant Athletic Director|
Physical Education and Health Department
Statement of Purpose
As physical education instructors at Ursuline Academy, our purpose is to nurture the development of the whole person by challenging students to understand how high levels of physical fitness contribute to healthier, more productive, and longer lives.
We will provide many different educational needs to fit the uniqueness all students at Ursuline Academy by establishing professional physical education expectations, engaging students in interesting and challenging lessons, modeling techniques, forms, and behaviors, and executing at a high level of professionalism.
It is our purpose to cultivate a lifelong interest in physical development.
Physical Education and Health Goals
Students at Ursuline Academy will acquire a solid foundation which includes knowledge of
1. Structures of, functions of, and relationships among human body systems
2. Principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)
3. Diseases and methods for prevention, treatment and control
4. Principles of movement and physical fitness
5. Methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as violence, tobacco, alcohol and other drug use)
6. Consumer health issues (such as the effects of mass media and technologies on safety and health)
Emotional responsiveness-an attempt to have students express job at participation in games and sports; accept challenges that mean overcoming difficulties; derive enjoyment from a cooperative experience; and develop an increased appreciation of the aesthetic experiences inherent in all activity including games, and sports.
Interpretive and intellectual development- an attempt to encourage students to approach whatever they do with both imagination and originality.
Neuromuscular development- an attempt to develop skills, grade, and sense of rhythm.
Organic Power- an attempt to strengthen muscles, develop resistance to fatigue, and increase aerobic efficiency; the ability to maintain adaptive effort.
Personal-social attitudes and adjustment-an attempt to place students in situations that encourage self confidence, sociability, self-direction, and a feeling of belonging.
1. Knowledge: The student is able to recall specifics-methods, processes, theories, structures, or settings. (Example: Understands sport-specific terminology, history and rules).
2. Comprehension: The student is able to make use of something without necessarily relating it to other things; can demonstrate the ability to translate or paraphrase communication; the lowest level of undertaking. (Example: Explains the meaning of such items as cardiovascular endurance, aerobic activity and sportsmanship).
3. Application: The student is able to employ technical principles or abstractions, ideas and theories in some way; can use information in a concrete situation. (Example: Observes a sporting situation or motor skill and clearly indicates how it may or may not be representative of what is expected).
4. Analysis: The student is able to examine an idea, concept, or structure by breaking it down into its component parts so that the relationship between the parts is clear. (Example: Responds to certain game situation by breaking down the intricate structure and patterns leading to successful participation).
5. Synthesis: The student is able to bring together all parts and elements to form a whole; can work with pieces and make arrangements in a manner to create a structure or pattern not there before. (Example: Creates a dance or gymnastics routine from a number of individual skills).
6. Evaluation: The student is able to make judgments pertaining to the worth of ideas, techniques, and materials. (Example: Demonstrates the ability to differentiate between an effective and ineffective volleyball serve, particularly as it contributes to the overall game objective).